Alliant International University California School of Professional Psychology San Francisco Campus Michael Connor, Ph.D.
Fall 2009 Wednesday, 2:10 – 5:00 PMRoom 218
A.Contact Information and procedures Office: 240A.In order to plan and organize, I use a sign up system for office hours.A sign up sheet will be posted outside my door. Simply write your name down for some time, arrive punctually and come on it. Office Hours:Tuesday 11:15AM-12:15PM Wednesday 12:30PM-1:30PM Phone: 415-955-2071 mconnor@alliant.eduNOTE: When communicating via email about this course please put BPSYF09 as the Subject. Course Rationale and Overview This course is organized to broaden the student’s knowledge, experience base and learning regarding providing culturally relevant mental health services to the African American community (it is an Intercultural Awareness Development class). The course uses aspects of culture, social science, and psychology to examine the complex dynamics of human diversity in therapy. It requires active involvement to explore the impact of human diversity on treatment strategies. Course Description, Purpose, Objectives and Instructional Strategy: A. Course Description This course initiates a process for students to learn to work with a culture (African American) different than their own and with a culture identified as an ethnic/racial minority in the United States. It covers: the impact of white privilege, oppression and racism on both victims and oppressors; the resultant impact on identity development, acculturation, class, prejudice and discrimination; demographics and epidemiology; and verbal and non-verbal communication in the context of culture and values. B. Purpose The class takes the stance that we are all cultural beings where our culture shapes our sense of self and, in turn, how we use our selves “as an instrument” in the role of psychologist/therapist. This acculturation is also the source of our opinions, attitudes and prejudices that shape our personal disposition toward the various areas of human diversity. The purpose of the course is to deepen the student’s consciousness of themselves as cultural beings, to use this consciousness to deepen their knowledge of key issues and themes in human diversity, and apply this consciousness and knowledge to the therapeutic process. C. Learning Outcomes The student will:
Deepen their awareness of their own cognitions/perceptions that influence decisions and choice of interventions during the provision of therapy.
Learn how Psychology has been and continues to be a tool of oppression in hopes that they will avoid such activities.
Increase their self-knowledge of the use of themselves as a therapeutic instrument.
Broaden their knowledge base at the individual, cultural, and social levels as relates to providing therapy across racial/cultural boundaries.
Learn the use and role of narratives in the provision of mental health services.
D. Instructional Strategy The class is divided into three sections: Section I will focus on personal consciousness/awareness and the formation of attitudes and behaviors towards persons from African descended populations in the United States. This is the most critical aspect of the class as resistance and failure here limits the learning which follows in Sections II and III.Section II will focus on “scientific racism” and the resultant white privilege. Awareness (or the lack of same) significantly impacts the ability to competently work with African descended clients (or other clients who may be “different” from the therapist). Hopefully, this section will start to build a community of learners with specific skill sets which provide an opportunity to extend IAD experiences and competencies to the study of African American Psychology. We will focus on examining the perceptions and cognitive processes that shape personal dispositions after receiving more complete (and thus more accurate) information about African Americans-- how we think, act and work with issues of human or cultural diversity.Section III will focus on a specific population of African Americans (Black fathers). Assuming success in Sections 1 and II, ie., getting in touch with our own life narratives related to similar issues, the section will include the use of narratives as a way of understanding another’s life experiences. The approach suggests that“knowing yourself is the first step toward being able to know your client.” As time permits, this final section may provide an opportunity for students to present and get feedback on cases that reflect their experiences in working with African American clients.It is likely that we will have guest speakers with specific sets of skills and information which will aid in the development of cultural competencies.These speakers will be discussed in class as their availability to share their stories evolves. E. Course Readings and Materials Required Texts: American Psychological Association, Division 45. Guidelines on MulticulturalEducation, Training, Research, Practice and Organizational Change for Psychologists. (2002) Connor, M. and White, J. (2006). Black Fathers: An Invisible Presence in America. New Jersey.Erlbaum and Associates. Guthrie, R. ( 2004 ). Even the Rat Was White: A Historical View of Psychology. Allyn and Bacon Classics. Williams, R. (2007). Racism: Learned at an Early Age Through Racial Scripting. Bloomington, IN:Authorhouse Optional Reading: Burlew, A.K.H., Banks, W.C., McAdoo, H.P., Azibo, D.A. (1992). African American Psychology: Theory, Research, and Practice. Newbury Park, CA: Sage Publications. Comerford, S. A. (February, 2005). Engaging through learning - learning through engaging: An alternative approach to professional learning about human diversity. Social Work Education, 24(1), pp. 113-135. Constantine, M.G. and Sue, D.W. (2006). Addressing Racism: Facilitating Cultural Competence in Mental Health and Educational Settings. John Wiley and Sons. Jones, R. L. (1991). Black psychology. Berkeley, CA: Cobb and Henry Publications. Nobles, W. (1986). African Psychology: Toward its reclamation, reascension and revitalization. Oakland: Black Family Institute. Parham, T. (2002).Counseling Persons of African Descent.Thousand Oaks, CA: Sage Publications. Parham, T. A., White, J. L., & Ajamu, A. (1999). The psychology of Blacks: An African centered perspective. New Jersey: Prentice Hall. Sue, D. W. (2003).Overcoming our Racism. San Francisco: Jossey-Bass White, J.L. and Cones, J.H. (1999). Black Man Emerging. New York: W.H. Freeman Press. White, J.L and Henderson, S.J. (2008). Building Multicultural Competency: Development, Training and Practice. Blue Ridge Summit, PA: Rowman and Littlefield. Also, be aware of the Journal of Black Psychology; The Black Scholar; Psych Discourse; and Division 45’s Cultural Diversity and Ethnic Minority Psychology journal.Additionally, you are encouraged to visit The Association of Black Psychologists’ website. F. Description of Course Requirements and Assessment Methods (unless noted below, all assignments are due via email by 7PM the Tuesday before class meets).
In Class Assignments
Each student will prepare a one-two page description of the model they use (or plan to use) to provide therapy, in general.Cite authors/trainers from which the model is derived.In what ways is your model relevant to the provision of therapeutic service to African American clients (or any client from a different culture/ethnic group from yours)?Did the developers of the model consider this issue?Have you? This assignment will be completed towards the end of the first class meeting.Be thoughtful and attentive. Additionally, there will be other in-class assignments for which you must be present and punctual in order to complete. We will work with narratives from different aspects of Black life in America, including presentations from guest speakers, following which you will complete a project of own personal narrative on a theme promoted by their work with these narratives.
Out of Class Assignments
The first is a self-focused two-three page paper describing the student’s IDA experiences (you will need to utilize the Division 45 Guidelines and the Williams book in order to complete this activity), due September 16. Next we will focus on Guthrie work regarding scientific racism— you will prepare a reflective paper using all the assigned readings due October 6, 2009. Papers/presentations commence November 11 (using the Connor-White book, you will develop a six-page paper and organize into small groups to present your paper to the class (a symposium type program).Your peers will participate in grading these presentations—the presentation format and grading will be provided.More on this will be discussed in class.Presentations will commence November 11, 2009). Provide enough copies for the class. A final paper is due December 9, 2009. It should utilize the student’s class experiences, acquired knowledge and relevant personal reflections from across the semester.You would be wise to maintain some reflective notes after each class meeting in order to make this assignment manageable. Some suggestions include – concrete experiences of what happened, reflective observations, abstract conceptualizations, active experimentation, and self-awareness as relates to the assigned readings and class discussions.
Assignments Summarized
There are six assignments due:
Due Date – September 2, 2009 - #1 = one page description of your model for providing therapy. In class.10 points
Due Date – email September 15 by 7PM (for 9-16 class meeting), 2009 - #2 = two page description and examination or assessment of your IAD experience as relates to “U.S. populations of color”. Include messages you obtained, areas you feel competent, and areas you still need to work on and/or deliberate.This may be an elaboration of the 9-2 assignment. 10 points
Due Date – email October 6th by 7PM (for 10-7 class), 2009 - #3 = a narrative describing your own experiences and/or reactions triggered by the Division 45 Guidelines and the Williams book. Three-four pages with references, as needed.20 points
October 28, 2009 – MIDTERM EXAM #4 = we will cover the assigned readings to date.Organize and assimilate the Guidelines along with Guthrie and Williams’ books.The exam will take place during the first half of class.35 points
November 11, 2009 --#5= Symposium presentations begin. You will prepare a 4-page chapter overview from the Connor-White book.Each of you will have a different chapter. Three related chapters will be presented to the class in the form of four professional symposiums.With a total of 15 students, 12 of you will present your chapters, 3 at a time and 3 of you will act as a discussant, one per symposium (I will take the discussant role for the fourth symposium).You will sign up for the role and chapter you want, first come first served, beginning October 7th.And, you must make an overview of your paper available to the class by 12 noon, Sunday prior to the presentation (email me an overview and a copy of the complete paper also by noon).Be punctual as nothing is accepted late!Paper is worth 20 points, presentation/discussant 5 points.
December 9, 2009- #6 = a final paper that focuses on three areas: 1) a description of the student’s framework/model for providing therapy (what theory, author or model guides your work as a therapist-psychologist); is the model appropriate for African American clients? Why/why not?
2) a description of the student’s learning from the African American psychology literature—summarize/highlight what you have learned over the semester from the readings, and 3) what does the assigned literature suggest regarding the practical utility, ethics and appropriateness of the therapeutic model you are using? This final assignment is worth 35 points. ØThe instructor will exercise judgment in assessing and weighting each measurement to determine the student's overall course evaluation Class Participation (50 points): Students’ participation and presentation in class discussion and activities will be evaluated on the basis of five criteria:
Evidence of excellence in preparation, familiarity and reflection on assigned readings
Application to work and personal life experiences
Individual student’s contribution to other students’ learning
Clarity and originality of contribution
Student’s willingness to assume responsibility for making the class discussions work (including timely arrival, lack of disruptions such as appropriate cell phone etiquette and laptop usage)
Completion of in-class assignments.
Scores in each category will be represented as:
0 – no evidence
1-4 – minimal evidence
5-9 – clear evidence
Final Paper (35 points 1 = 5pts; 2 = 5 pts; 3 = 10 pts; 4 = 15 pts):will be evaluated on the basis of four criteria:
Research: Multiple readings and resources are available to students and it is expected that readings be cited in written papers. Additional application of research articles to the paper is a welcomed addition.
Format: The use of APA (5th Edition) is an important part of writing doctoral level papers along with the use of grammar and structure in writing.
Content: Students must demonstrate evidence that they understand the concepts and their application; have used appropriate references; applied critical thinking.
Style: The paper must be organized, creative, and demonstrate evidence of competence.
Scores in each category will be represented as: 0 – 3 no evidence 4 – 6 minimal evidence 7 –9clear evidence The grade for this course will be based on participation and written assignments totaling 185 points composed of the following items.The total number of points will be translated into a letter grade (including plus/minus) based on the normal conversion of point to grades (i.e., 180-185 = A+, 174-179 = A, 168-173 = A-; 162-167 = B+, 156-161 = B, 150-155 = B- and so on. There are no “gifts”—you will receive the grade you earn. G. Course Schedule & Outline Please note that what follows is a general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet primarily student needs but also faculty or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics.Section One: Guidelines for the provision of competent/relevant services to the Ethnically Diverse; Racial Scripting and Your Model of service delivery September 2- October 7, 2009 Section Two: Scientific Racism—Then and Now October 14- November 4, 2009 Section Three: In Class Presentations-Symposiums November 4-December 9, 2009
Final Paper Due
Wednesday, December 9th, 2009 bring to class or email to me by 7PM (mconnor@alliant.edu) H. Policies and Procedures: Behavioral Expectations/Attendance
Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. See the University Catalog for the complete policy on attendance. Criteria for this class is as follows: This course’s design and process requirespunctuality and attendance. Much of the class time will make use of experiential activities and exercises that cannot be reproduced or experienced alone or through a written assignment.
Information on Participation/types of participation required by the course
This course is highly interactive, using the concepts of adult learning. There is an expectation that all students participate in activities, exercises, group, and community discussions, bringing their skills, knowledge, and experience to the classroom.Thus, you will need to be present, prepared and punctual to earn the points.
Instructor Assumptions
Deadlines are literal. Students are expected to treat assignments as they would professional assignments in the workplace.No late submissions will be accepted nor can you make up any late work. You may submit any assignment early!!
Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps.
Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.Turn off all cell phones and other communicative devices before class begins!Should your phones go off during class (or should you send or receive a text message), you will be dismissed from class and will not receive any grade point credit for that class session.You will also need to see me during office hours prior to returning to class.Note: I will not extend my office hours in order for you to fulfill this obligation. Additionally, those who desire to use laptops must sit in the front two rows of the classroom; and all that you do must pertain to this class (no emailing, game playing, preparing for other classes, etc.).Should any one violate this policy, no one will be permitted to continue using a laptop during class time.You are one’s another’s keeper.If those not using laptops find them distracting, please see me and we may need to revise this policy. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software.
Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services.
Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services forinformation on obtaining tutoring – or other student support services – on your campus.
PSY7502 – African American Psychology
Alliant International UniversityCalifornia School of Professional Psychology
San Francisco Campus
Michael Connor, Ph.D.
Fall 2009 Wednesday, 2:10 – 5:00 PM Room 218
A. Contact Information and procedures
Office: 240A. In order to plan and organize, I use a sign up system for office hours. A sign up sheet will be posted outside my door. Simply write your name down for some time, arrive punctually and come on it.
Office Hours: Tuesday 11:15AM-12:15PM
Wednesday 12:30PM-1:30PM
Phone: 415-955-2071
mconnor@alliant.edu NOTE: When communicating via email about this course please put BPSYF09 as the Subject.
Course Rationale and Overview
This course is organized to broaden the student’s knowledge, experience base and learning regarding providing culturally relevant mental health services to the African American community (it is an Intercultural Awareness Development class). The course uses aspects of culture, social science, and psychology to examine the complex dynamics of human diversity in therapy. It requires active involvement to explore the impact of human diversity on treatment strategies.
Course Description, Purpose, Objectives and Instructional Strategy:
A. Course Description
This course initiates a process for students to learn to work with a culture (African American) different than their own and with a culture identified as an ethnic/racial minority in the United States. It covers: the impact of white privilege, oppression and racism on both victims and oppressors; the resultant impact on identity development, acculturation, class, prejudice and discrimination; demographics and epidemiology; and verbal and non-verbal communication in the context of culture and values.
B. Purpose
The class takes the stance that we are all cultural beings where our culture shapes our sense of self and, in turn, how we use our selves “as an instrument” in the role of psychologist/therapist. This acculturation is also the source of our opinions, attitudes and prejudices that shape our personal disposition toward the various areas of human diversity.
The purpose of the course is to deepen the student’s consciousness of themselves as cultural beings, to use this consciousness to deepen their knowledge of key issues and themes in human diversity, and apply this consciousness and knowledge to the therapeutic process.
C. Learning Outcomes
The student will:
D. Instructional Strategy
The class is divided into three sections: Section I will focus on personal consciousness/awareness and the formation of attitudes and behaviors towards persons from African descended populations in the United States. This is the most critical aspect of the class as resistance and failure here limits the learning which follows in Sections II and III. Section II will focus on “scientific racism” and the resultant white privilege. Awareness (or the lack of same) significantly impacts the ability to competently work with African descended clients (or other clients who may be “different” from the therapist). Hopefully, this section will start to build a community of learners with specific skill sets which provide an opportunity to extend IAD experiences and competencies to the study of African American Psychology. We will focus on examining the perceptions and cognitive processes that shape personal dispositions after receiving more complete (and thus more accurate) information about African Americans-- how we think, act and work with issues of human or cultural diversity. Section III will focus on a specific population of African Americans (Black fathers). Assuming success in Sections 1 and II, ie., getting in touch with our own life narratives related to similar issues, the section will include the use of narratives as a way of understanding another’s life experiences. The approach suggests that “knowing yourself is the first step toward being able to know your client.” As time permits, this final section may provide an opportunity for students to present and get feedback on cases that reflect their experiences in working with African American clients. It is likely that we will have guest speakers with specific sets of skills and information which will aid in the development of cultural competencies. These speakers will be discussed in class as their availability to share their stories evolves.
E. Course Readings and Materials
Required Texts:
American Psychological Association, Division 45. Guidelines on Multicultural Education, Training, Research, Practice and Organizational Change for Psychologists. (2002)
Connor, M. and White, J. (2006). Black Fathers: An Invisible Presence in America. New Jersey. Erlbaum and Associates.
Guthrie, R. ( 2004 ). Even the Rat Was White: A Historical View of Psychology. Allyn and Bacon Classics.
Williams, R. (2007). Racism: Learned at an Early Age Through Racial Scripting. Bloomington, IN: Authorhouse
Optional Reading:
Burlew, A.K.H., Banks, W.C., McAdoo, H.P., Azibo, D.A. (1992). African American Psychology: Theory, Research, and Practice. Newbury Park, CA: Sage Publications.
Comerford, S. A. (February, 2005). Engaging through learning - learning through engaging: An alternative approach to professional learning about human diversity. Social Work Education, 24(1), pp. 113-135.
Constantine, M.G. and Sue, D.W. (2006). Addressing Racism: Facilitating Cultural Competence in Mental Health and Educational Settings. John Wiley and Sons.
Jones, R. L. (1991). Black psychology. Berkeley, CA: Cobb and Henry Publications.
Nobles, W. (1986). African Psychology: Toward its reclamation, reascension and revitalization. Oakland: Black Family Institute.
Parham, T. (2002). Counseling Persons of African Descent. Thousand Oaks, CA: Sage Publications.
Parham, T. A., White, J. L., & Ajamu, A. (1999). The psychology of Blacks: An African centered perspective. New Jersey: Prentice Hall.
Sue, D. W. (2003). Overcoming our Racism. San Francisco: Jossey-Bass
White, J.L. and Cones, J.H. (1999). Black Man Emerging. New York: W.H. Freeman Press.
White, J.L and Henderson, S.J. (2008). Building Multicultural Competency: Development, Training and Practice. Blue Ridge Summit, PA: Rowman and Littlefield.
Also, be aware of the Journal of Black Psychology; The Black Scholar; Psych Discourse; and Division 45’s Cultural Diversity and Ethnic Minority Psychology journal. Additionally, you are encouraged to visit The Association of Black Psychologists’ website.
F. Description of Course Requirements and Assessment Methods (unless noted below, all assignments are due via email by 7PM the Tuesday before class meets).
In Class Assignments
Each student will prepare a one-two page description of the model they use (or plan to use) to provide therapy, in general. Cite authors/trainers from which the model is derived. In what ways is your model relevant to the provision of therapeutic service to African American clients (or any client from a different culture/ethnic group from yours)? Did the developers of the model consider this issue? Have you? This assignment will be completed towards the end of the first class meeting. Be thoughtful and attentive.Additionally, there will be other in-class assignments for which you must be present and punctual in order to complete. We will work with narratives from different aspects of Black life in America, including presentations from guest speakers, following which you will complete a project of own personal narrative on a theme promoted by their work with these narratives.
Out of Class Assignments
The first is a self-focused two-three page paper describing the student’s IDA experiences (you will need to utilize the Division 45 Guidelines and the Williams book in order to complete this activity), due September 16. Next we will focus on Guthrie work regarding scientific racism— you will prepare a reflective paper using all the assigned readings due October 6, 2009. Papers/presentations commence November 11 (using the Connor-White book, you will develop a six-page paper and organize into small groups to present your paper to the class (a symposium type program). Your peers will participate in grading these presentations—the presentation format and grading will be provided. More on this will be discussed in class. Presentations will commence November 11, 2009). Provide enough copies for the class.A final paper is due December 9, 2009. It should utilize the student’s class experiences, acquired knowledge and relevant personal reflections from across the semester. You would be wise to maintain some reflective notes after each class meeting in order to make this assignment manageable. Some suggestions include – concrete experiences of what happened, reflective observations, abstract conceptualizations, active experimentation, and self-awareness as relates to the assigned readings and class discussions.
Assignments Summarized
There are six assignments due:- Due Date – September 2, 2009 - #1 = one page description of your model for providing therapy. In class. 10 points
- Due Date – email September 15 by 7PM (for 9-16 class meeting), 2009 - #2 = two page description and examination or assessment of your IAD experience as relates to “U.S. populations of color”. Include messages you obtained, areas you feel competent, and areas you still need to work on and/or deliberate. This may be an elaboration of the 9-2 assignment. 10 points
- Due Date – email October 6th by 7PM (for 10-7 class), 2009 - #3 = a narrative describing your own experiences and/or reactions triggered by the Division 45 Guidelines and the Williams book. Three-four pages with references, as needed. 20 points
- October 28, 2009 – MIDTERM EXAM #4 = we will cover the assigned readings to date. Organize and assimilate the Guidelines along with Guthrie and Williams’ books. The exam will take place during the first half of class. 35 points
- November 11, 2009 -- #5 = Symposium presentations begin. You will prepare a 4-page chapter overview from the Connor-White book. Each of you will have a different chapter. Three related chapters will be presented to the class in the form of four professional symposiums. With a total of 15 students, 12 of you will present your chapters, 3 at a time and 3 of you will act as a discussant, one per symposium (I will take the discussant role for the fourth symposium). You will sign up for the role and chapter you want, first come first served, beginning October 7th. And, you must make an overview of your paper available to the class by 12 noon, Sunday prior to the presentation (email me an overview and a copy of the complete paper also by noon). Be punctual as nothing is accepted late! Paper is worth 20 points, presentation/discussant 5 points.
- December 9, 2009- #6 = a final paper that focuses on three areas: 1) a description of the student’s framework/model for providing therapy (what theory, author or model guides your work as a therapist-psychologist); is the model appropriate for African American clients? Why/why not?
2) a description of the student’s learning from the African American psychology literature—summarize/highlight what you have learned over the semester from the readings, and3) what does the assigned literature suggest regarding the practical utility, ethics and appropriateness of the therapeutic model you are using? This final assignment is worth 35 points.
Ø The instructor will exercise judgment in assessing and weighting each measurement to determine the student's overall course evaluation
Class Participation (50 points):
Students’ participation and presentation in class discussion and activities will be evaluated on the basis of five criteria:
Scores in each category will be represented as:
Final Paper (35 points 1 = 5pts; 2 = 5 pts; 3 = 10 pts; 4 = 15 pts): will be evaluated on the basis of four criteria:
- Research: Multiple readings and resources are available to students and it is expected that readings be cited in written papers. Additional application of research articles to the paper is a welcomed addition.
- Format: The use of APA (5th Edition) is an important part of writing doctoral level papers along with the use of grammar and structure in writing.
- Content: Students must demonstrate evidence that they understand the concepts and their application; have used appropriate references; applied critical thinking.
- Style: The paper must be organized, creative, and demonstrate evidence of competence.
Scores in each category will be represented as:0 – 3 no evidence
4 – 6 minimal evidence
7 –9 clear evidence
The grade for this course will be based on participation and written assignments totaling 185 points composed of the following items. The total number of points will be translated into a letter grade (including plus/minus) based on the normal conversion of point to grades (i.e., 180-185 = A+, 174-179 = A, 168-173 = A-;
162-167 = B+, 156-161 = B, 150-155 = B- and so on.
There are no “gifts”—you will receive the grade you earn.
G. Course Schedule & Outline
Please note that what follows is a general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet primarily student needs but also faculty or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics.Section One: Guidelines for the provision of competent/relevant services to the Ethnically Diverse; Racial Scripting and Your Model of service delivery
September 2- October 7, 2009
Section Two: Scientific Racism—Then and Now
October 14- November 4, 2009
Section Three: In Class Presentations-Symposiums
November 4-December 9, 2009
Final Paper Due
Wednesday, December 9th, 2009 bring to class or email to me by 7PM (mconnor@alliant.edu)H. Policies and Procedures:
Behavioral Expectations/Attendance
Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. See the University Catalog for the complete policy on attendance.Criteria for this class is as follows: This course’s design and process requires punctuality and attendance. Much of the class time will make use of experiential activities and exercises that cannot be reproduced or experienced alone or through a written assignment.
Information on Participation/types of participation required by the course
This course is highly interactive, using the concepts of adult learning. There is an expectation that all students participate in activities, exercises, group, and community discussions, bringing their skills, knowledge, and experience to the classroom. Thus, you will need to be present, prepared and punctual to earn the points.Instructor Assumptions
Deadlines are literal. Students are expected to treat assignments as they would professional assignments in the workplace. No late submissions will be accepted nor can you make up any late work. You may submit any assignment early!!Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. Turn off all cell phones and other communicative devices before class begins! Should your phones go off during class (or should you send or receive a text message), you will be dismissed from class and will not receive any grade point credit for that class session. You will also need to see me during office hours prior to returning to class. Note: I will not extend my office hours in order for you to fulfill this obligation.Additionally, those who desire to use laptops must sit in the front two rows of the classroom; and all that you do must pertain to this class (no emailing, game playing, preparing for other classes, etc.). Should any one violate this policy, no one will be permitted to continue using a laptop during class time. You are one’s another’s keeper. If those not using laptops find them distracting, please see me and we may need to revise this policy.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam- based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson.LET’S HAVE A PLEASAN